Post on 25-Feb-2016
description
Coaching Conversations:Paraphrasing
Laura MalyCynthia Cuellar Rodriguez
November Academic Coach-Math TrainingNovember 2, 2012
Prim
e Le
ader
ship
Fr
amew
ork
“A single mathematics education leader can have an incredible impact
on the development and effectiveness of others.”
Why
Coa
ch?
To support the teacher’s idea production, instructional decision-making, and ability to reflect on practice.
To increase the ability of the teacher to self-coach and become a self-directed learner.
Lipton & Wellman
Learning Intention: We are deepening our understanding of how to utilize effective coaching skills in a learning focused conversation.
Success Criteria: We know we are successful when we can prepare for an effective conversation with teachers according to their needs to ensure meaningful mathematics instruction.
Coac
hing
Cue
s Approachable voice Attending fully Maintaining eye contact Using the pronoun “you” Plural forms Exploratory language Positive presuppositions
Lipton & Wellman
Why
Par
aphr
ase?
The purposeful use of paraphrase signals our full attention. It communicates that we understand the teacher’s thoughts, concerns, questions and ideas; or that we are trying to. Well-crafted paraphrases align the speaker and responder, establishing understanding and communicating regard.
Lipton & Wellman
Para
phra
sing
Revie
w
Acknowledging and Clarifying You’re noticing that… In other words…
Summarizing and Organizing For you then, several themes
are emerging… There seem to be two key
issues here… Shifting Levels of
Abstraction A value for you would be… A specific example for you
would be…
Learning Focused Conversations
Learning Focused Conversation
Working in Triads, have a learning focused conversation. Roles:
Speaker shares the concern Coach paraphrases Scribe records paraphrases
Rotate roles when directed 2 minutes for speaker and coach to engage in a
conversation while scribe records the paraphrases. 2 minutes for the scribe to share paraphrases and
triad to discuss: The types of paraphrases used by the coach. Which paraphrase(s) helped the speaker trigger more
thoughtful responses?
Learning Focused Conversation: Give Me Five
How will this coaching conversation help you be a more effective leader?
How was this coaching conversation different than what will happen in your school?
Prim
e Le
ader
ship
Fr
amew
ork
“Ultimately, leaders must ensure that teacher actions translate from ‘all students can learn’ to ‘each student will achieve’.”
Learning Intention: We are deepening our understanding of how to utilize effective coaching skills in a learning focused conversation.
Success Criteria: We know we are successful when we can prepare for an effective conversation with teachers according to their needs to ensure meaningful mathematics instruction.
Milwaukee Public SchoolsCoaching Conversations: Paraphrasing
MPS Board of School Directors
Dr. Michael Bonds, PresidentLarry Miller, Vice PresidentMark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Dr. Peter Blewett, District 6David Voeltner, District 7Meagan Holman, District 8Terrence Falk, At-Large
Senior Team
Dr. Gregory Thornton, Superintendent
Naomi Gubernick, Chief of StaffDarienne Driver, Chief Innovation OfficerTina Flood, Interim Chief Academic OfficerDr. Karen Jackson, Chief Human Resources OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerAnita Pietrykowski, Director, School AdministrationDenise Callaway, Communications & PartnershipsPatricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent